Teaching and Learning Shakespeare through Theatre-Based Practice

✍ Scribed by Tracy Irish and Jennifer Kitchen

Publisher: THE ARDEN SHAKESPEARE
Year: 2024
Tongue: English
Leaves: 217
Category: Library

No coin nor oath required. For personal study only.

✦ Table of Contents

Half Title
Series Page
Title Page
Copyright Page
Contents
Notes on Editors and Contributors
Part One – Contributors
Part Two – Interviewees
Part Three – Contributors
Foreword
Acknowledgements
Note on the Text
Introduction
Why now?
Active and theatre-based Shakespeare: Definitions and context
Rhetorics of cultural value
Summary
Part I: Perspectives from multidisciplinary research
Chapter 1: The pedagogy question
Progressive principles
Experiential learning: The classroom as rehearsal room
Constructivism and progressivism: The text is completed through action
Radical and liberal implications
Embodied cognition: Learning through doing
Mind as function of body
The social brain
Conceptual metaphors
Ensemble
Ensemble Shakespeare via the RSC and Warwick University
Ensemble as a bridging metaphor
The effective teacher
Teaching as a practice
The teacher/director parallel
The competencies of an effective teacher of theatre-based Shakespeare
Chapter 2: The cultural value question
Cultural literacy
Cultural capital
Cultural and intercultural democracy
Shakespeare as an icon of literary heritage
Chapter 3: The literature question
Shakespeare the storyteller: Why do we need stories?
Social questions
A moral playground
Shakespeare the dramatist: Why do we need theatre?
Embodied present
Embodied action
Embodied democracy
Shakespeare the poet: Why do we need poetry?
Mysteries and musicality
Antithesis and nuance
Chapter 4: The language question
The humanity of language
What do employers want?
Multidisciplinary skills
How sixteenth-century poetry develops twenty-first-century language skills
Embodied meaning
Building vocabulary
Close reading
Rhetoric
Shakespeare for oracy
Talking back to Shakespeare
Part II: Perspectives from organizations and practitioners
Chapter 5: Perspectives from organizations and practitioners: Introduction
Approach
Funding
Online
Common values and themes
Chapter 6: Aims, scope and areas of focus
Aims
Scope
Particular areas of focus and interest
Chapter 7: On teaching, schools, and culture
On teaching and schools
On culture
Chapter 8: Why Shakespeare?
Challenging language
Raising questions
Impact
Part III: Perspectives from the classroom
Chapter 9: Perspectives from the classroom: Introduction
Chapter 10: Dirty Shakespeare: Outdoor learning with primary pupils
Chapter 11: How relevant is Shakespeare in an international school context?
The international school context
Shakespeare in an international classroom
The impact of a Shakespeare festival
Final reflection
Chapter 12: Macbeth, ماكبث-, Макбет: Utilizing students’ code-switching as a tool for engaging with Shakespeare at secondary level
Chapter 13: Salvaging the bard: A success story of theatre-based practice for neurodiverse learners
Activeness improved attentiveness
Growth in social and creative confidence
Collaborative learning
Chapter 14: Transference and Integration: Using Shakespeare to teach composition
Chapter 15: Theatre-based pedagogy in a knowledge-rich curriculum: Perspectives from initial teacher training
Chapter 16: Much ado about decolonized Shakespeare
Epilogue
References
Index

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